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http://journals.lww.com/jnsdonline/Fulltext/2016/05000/Measuring_Return_on_Investment_for_Professional.3.aspx
In the current complex healthcare environment in which organizations are dealing with reimbursement challenges, nursing professional development practitioners must increasingly demonstrate that the time and resources dedicated to educational activities are worth the impact they have on outcomes. Measuring return on investment guides decisions on resources (people, supplies, time) used for professional development activities by showing the financial impact of such activities. The purpose of this project was to review the literature on return on investment for professional development activities to best guide decision-making for limited resources. This is Part I of two articles, the first of which provides a review of the literature. The second article provides guidance for conducting financial analyses of nursing professional development activities.]]>Sun, 01 May 2016 00:00:00 GMT-05:0001709760-201605000-00003http://journals.lww.com/jnsdonline/Fulltext/2016/11000/ANPD_2016_Poster_Winners.15.aspx
No abstract available]]>Tue, 01 Nov 2016 00:00:00 GMT-05:0001709760-201611000-00015http://journals.lww.com/jnsdonline/Fulltext/2016/09000/Nursing_Professional_Development_Organizational.3.aspx
A common question nursing professional development (NPD) practitioners ask is, “How many NPD practitioners should my organization have?” This study examined correlations among facility size and structure, NPD practitioner characteristics and time in service, and organizational outcomes. Organizations with a higher rate of NPD full-time equivalents per bed had higher patient satisfaction with nurses’ communication and provision of discharge instruction on their HCAHPS (Hospital Consumer Assessment of Healthcare Provider and Systems) scores.]]>Thu, 01 Sep 2016 00:00:00 GMT-05:0001709760-201609000-00003http://journals.lww.com/jnsdonline/Fulltext/2016/11000/Nursing_Professional_Development__Standards_of.12.aspx
No abstract available]]>Tue, 01 Nov 2016 00:00:00 GMT-05:0001709760-201611000-00012http://journals.lww.com/jnsdonline/Fulltext/2016/11000/ANPD_2016_Poster_Winners.3.aspx
No abstract available]]>Tue, 01 Nov 2016 00:00:00 GMT-05:0001709760-201611000-00003http://journals.lww.com/jnsdonline/Fulltext/2016/09000/Analyzing_and_Solving_Performance_Problems_to.7.aspx
No abstract available]]>Thu, 01 Sep 2016 00:00:00 GMT-05:0001709760-201609000-00007http://journals.lww.com/jnsdonline/Fulltext/2016/11000/Targeted_Simulation_Instructor_Course_for_Nursing.2.aspx
Practical training for nursing professional development specialists in the facilitation of clinical simulations was implemented using a six-step curriculum development framework. General and targeted needs assessments were conducted. Methods used to apply needs assessment findings into the course design and delivery and the participant’s responses via program evaluations are described. The process used to develop this training may be applied by other nursing professional development departments to prepare educators in the delivery of simulated-based learning experiences.]]>Tue, 01 Nov 2016 00:00:00 GMT-05:0001709760-201611000-00002http://journals.lww.com/jnsdonline/Fulltext/2016/11000/Standardized_Patients___Infusing_Realism_Into.9.aspx
No abstract available]]>Tue, 01 Nov 2016 00:00:00 GMT-05:0001709760-201611000-00009http://journals.lww.com/jnsdonline/Fulltext/2016/11000/Wide_Open_Spaces.1.aspx
No abstract available]]>Tue, 01 Nov 2016 00:00:00 GMT-05:0001709760-201611000-00001http://journals.lww.com/jnsdonline/Fulltext/2016/11000/Succession_Planning_and_Transition_Management__A.7.aspx
No abstract available]]>Tue, 01 Nov 2016 00:00:00 GMT-05:0001709760-201611000-00007http://journals.lww.com/jnsdonline/Fulltext/2016/11000/Growing_an_Experienced_Nurse_Fellowship_.8.aspx
No abstract available]]>Tue, 01 Nov 2016 00:00:00 GMT-05:0001709760-201611000-00008http://journals.lww.com/jnsdonline/Fulltext/2016/11000/Mobile_Apps_for_Educational_Purposes.5.aspx
With the growing number of mobile resources, nurse educators and professional development practitioners have the opportunity to harness mobile applications as a tool for their education toolbox. Yet, the overwhelming availability of choices can lead to questions, such as the following: How do we locate apps without spending huge amounts of our valuable time? How do we know which apps to choose? How can we evaluate apps? This article is aimed at addressing these questions.]]>Tue, 01 Nov 2016 00:00:00 GMT-05:0001709760-201611000-00005http://journals.lww.com/jnsdonline/Fulltext/2016/11000/The_Design_and_Redesign_of_a_Clinical_Ladder.14.aspx
Clinical Ladder Programs or Clinical Advancement Programs (CAPs) are an essential component of staff nurse professional development, satisfaction, and retention. There is a need for more evidence regarding developing CAPs. CAP initially launched in 2004. Nurses accomplished tasks in four main areas: clinical, education, leadership, and research, which reflected and incorporated the 14 Forces of Magnetism. In February 2012, the newly revised program was launched and renamed Professional Nursing Development Program. The new program was based on the 5 Magnet® model components, the Synergy Professional Practice Model, and a point system which enabled nurses to utilize activities in many areas, thereby allowing them to capitalize on their strengths. The purpose of this article is to discuss the development, revision, implementation, and lessons learned in creating and revising CAP.]]>Tue, 01 Nov 2016 00:00:00 GMT-05:0001709760-201611000-00014http://journals.lww.com/jnsdonline/Fulltext/2016/09000/The_Nursing_Professional_Development_Practice.13.aspx
No abstract available]]>Thu, 01 Sep 2016 00:00:00 GMT-05:0001709760-201609000-00013http://journals.lww.com/jnsdonline/Fulltext/2016/11000/Two_Paths_to_Competency_Validation__A_Pilot_for.13.aspx
To determine nurses’ ability to intervene appropriately in cases of opiate-induced respiratory depression, educators piloted two competency validation options. Nurses could choose to write an exemplar or perform in a simulation. A comparison of how nurses prepared for the methods and how educators validated their competency is described. Although unofficial staff and leadership responses to the competency methods were positive, further exploration is needed to evaluate the effectiveness of the strategies in improving nurses’ care practices and patient outcomes.]]>Tue, 01 Nov 2016 00:00:00 GMT-05:0001709760-201611000-00013http://journals.lww.com/jnsdonline/Fulltext/2016/09000/Nursing_Professional_Development_Organizational.17.aspx
No abstract available]]>Thu, 01 Sep 2016 00:00:00 GMT-05:0001709760-201609000-00017http://journals.lww.com/jnsdonline/Fulltext/2016/09000/Transforming_Nursing_Organizations_Through.8.aspx
No abstract available]]>Thu, 01 Sep 2016 00:00:00 GMT-05:0001709760-201609000-00008http://journals.lww.com/jnsdonline/Fulltext/2016/07000/Learning_Needs_Assessment__Not_Only_for_Continuing.3.aspx
An accurate assessment of what participants need to learn is a crucial initial step in planning educational activities. Methods for assessing learner needs can include reviewing the literature, benchmarking, reviewing documents, seeking learner input, and multiple other data collection methods. The purpose of this article is to provide nursing professional development practitioners with an overview of learning needs assessments, including definitions, categories, measurement tools, and steps to perform the assessment.]]>Fri, 01 Jul 2016 00:00:00 GMT-05:0001709760-201607000-00003http://journals.lww.com/jnsdonline/Fulltext/2015/11000/Improving_Nursing_Knowledge_of_Alcohol_Withdrawal_.4.aspx
Christiana Care Health System implemented a Care Management Guideline for Alcohol Withdrawal Symptom Management, which provided direction for inpatient screening for alcohol withdrawal risk, assessment, and treatment. Nurses educated on its use expressed confusion with the use of the assessment tools, pharmacokinetics, and pathophysiology of alcohol withdrawal and delirium tremens. Reeducation was provided by nursing professional development specialists. Pre- and postsurveys revealed that nurses were more confident in caring for patients with alcohol withdrawal.]]>Sun, 01 Nov 2015 00:00:00 GMT-05:0001709760-201511000-00004http://journals.lww.com/jnsdonline/Fulltext/2016/09000/Implementing_the_Nursing_Professional_Development.9.aspx
No abstract available]]>Thu, 01 Sep 2016 00:00:00 GMT-05:0001709760-201609000-00009http://journals.lww.com/jnsdonline/Fulltext/2016/09000/Human_Flourishing___Precepting_With_Purpose.10.aspx
No abstract available]]>Thu, 01 Sep 2016 00:00:00 GMT-05:0001709760-201609000-00010http://journals.lww.com/jnsdonline/Fulltext/2016/11000/2016_Convention_Reflections___Aspire_to_Inquire.10.aspx
No abstract available]]>Tue, 01 Nov 2016 00:00:00 GMT-05:0001709760-201611000-00010http://journals.lww.com/jnsdonline/Fulltext/2015/11000/A_Systematic_Review_on_Interventions_Supporting.2.aspx
Increases in newly licensed nurses and experienced nurses changing specialties create a challenge for nursing professional development specialists (NPDS). The NPDS must use the best available evidence in designing programs. A systematic review of interventions for developing preceptors is needed to inform the NPDS in best practice. A search was conducted for full-text, quantitative, and mixed-methods articles published after the year 2000. Over 4000 titles were initially identified, which yielded 12 research studies for evaluation and syntheses. Results identified a limited body of evidence reflecting a need for NPDS to increase efforts in measuring the effectiveness of preceptor development initiatives.
(See CE Video, Supplemental Digital Content 1, http://links.lww.com/JNPD/A9 )]]>Sun, 01 Nov 2015 00:00:00 GMT-05:0001709760-201511000-00002http://journals.lww.com/jnsdonline/Fulltext/2016/11000/Organizational_Readiness_for_Nurse_Residency.6.aspx
Professional development nurses assume a principal role in establishing a state of readiness for accreditation of an organization’s nurse residency program. This quality improvement project engaged a professional development department in self-study of their nurse residency program to determine readiness for accreditation by the Commission on Collegiate Nursing Education. The outcomes demonstrate a favorable state of organizational readiness, with minor program gaps in 19/45 accreditation criteria, requiring corrective action to optimize readiness for success.]]>Tue, 01 Nov 2016 00:00:00 GMT-05:0001709760-201611000-00006http://journals.lww.com/jnsdonline/Fulltext/2016/11000/Transition_to_Practice_Program__A_New_Direction.4.aspx
One health service in one Australian jurisdiction introduced a specialist mental health transition to practice program for newly qualified enrolled nurses. A process evaluation with the first cohort (n = 7) was undertaken in 2014. The program increased enrolled nurse confidence in mental health nursing and appears to be a viable solution to address the mental health nursing workforce shortage. Further research to evaluate components that effectively increase confidence and long-term retention is recommended.]]>Tue, 01 Nov 2016 00:00:00 GMT-05:0001709760-201611000-00004http://journals.lww.com/jnsdonline/Fulltext/2016/11000/Guiding_Organizations,_Advancing_Practice.11.aspx
No abstract available]]>Tue, 01 Nov 2016 00:00:00 GMT-05:0001709760-201611000-00011http://journals.lww.com/jnsdonline/Fulltext/2016/01000/Registered_Nurses__Experiences_With_Individuals.3.aspx
The nursing profession is charged to provide effective communication and education to patients. A qualitative descriptive study that explored what nurses experience when interacting with patients thought to possess low health literacy was performed. Findings suggest that nurses are promoting health literacy using several evidence-based strategies. Major barriers encountered by nurses were limited cultural and linguistic resources within their healthcare organizations. This study provides nursing professional development specialists information about the educational gaps of nurses in practice related to health literacy and the identification of systems barriers.]]>Fri, 01 Jan 2016 00:00:00 GMT-06:0001709760-201601000-00003http://journals.lww.com/jnsdonline/Fulltext/2016/09000/Lessons_Learned__Newly_Hired_Nurses__Perspectives.14.aspx
This descriptive qualitative study explored data from debriefs of all newly hired nurses at 3, 6, and 12 months posthire during a newly designed transition-to-practice program at a pediatric hospital. Four major themes emerged: preceptors, education process, adaptation to the organization, and role transition. Supportive factors included staged orientation, limited preceptors, mentors, regular communication with leaders, and a culture of teamwork. Stressors included too many preceptors, mentorship needs, floating, communication challenges, and organizational changes.]]>Thu, 01 Sep 2016 00:00:00 GMT-05:0001709760-201609000-00014http://journals.lww.com/jnsdonline/Fulltext/2016/03000/Standardizing_Assessment_of_Competences_and.3.aspx
A nursing quality consortium standardized nursing practice across 17 independently functioning ambulatory oncology sites. Programs were developed to validate both competences and competencies. One program assessed nine competences needed to develop systems of care to detect and treat treatment-related side effects. A second program was developed to assess competencies needed to prevent harm to oncology patients. This manuscript describes a successful approach to standardizing nursing practice across geographically distant academic and community sites.]]>Tue, 01 Mar 2016 00:00:00 GMT-06:0001709760-201603000-00003http://journals.lww.com/jnsdonline/Fulltext/2012/09000/Designing_a_Needs_Assessment_Survey_for_Clinical.7.aspx
Clinical nurse educators frequently have a wide range of job responsibilities. In the changing healthcare environment, the identification of education needs must be specific, measurable, and applicable to their assigned responsibilities. A literature search into academic and industry professional development helped the authors develop a needs assessment survey for clinical nurse educators.]]>Sat, 01 Sep 2012 00:00:00 GMT-05:0000124645-201209000-00007http://journals.lww.com/jnsdonline/Fulltext/2016/09000/Mobile_Apps_for_Educational_Purposes.16.aspx
With the growing number of mobile resources, nurse educators and professional development practitioners have the opportunity to harness mobile applications as a tool for their education toolbox. Yet, the overwhelming availability of choices can lead to questions, such as the following: How do we locate apps without spending huge amounts of our valuable time? How do we know which apps to choose? How can we evaluate apps? This article is aimed at addressing these questions.]]>Thu, 01 Sep 2016 00:00:00 GMT-05:0001709760-201609000-00016http://journals.lww.com/jnsdonline/Fulltext/2015/03000/Reflection_as_an_Educational_Strategy_in_Nursing.17.aspx
No abstract available]]>Sun, 01 Mar 2015 00:00:00 GMT-06:0001709760-201503000-00017http://journals.lww.com/jnsdonline/Fulltext/2016/07000/Debriefing_as_a_Supportive_Component_for.7.aspx
Debriefing is considered a positive approach used to evaluate learning, support communication, and explore emotions following simulation or a clinical experience. This article discusses the use of debriefing as an evolving strategy for new graduate nurses and focuses on the importance of structured clinical debriefing as a component to relieve stress while providing periods of reflection and cohesion.]]>Fri, 01 Jul 2016 00:00:00 GMT-05:0001709760-201607000-00007http://journals.lww.com/jnsdonline/Fulltext/2016/07000/Measuring_Return_on_Investment_for_Professional.2.aspx
What is the return on investment (ROI) for the time and resources spent for professional development activities? This is Part 2 of a two-part series to report findings and demonstrate how financial analysis of educational activities can drive decision-making. The resources consumed for professional development activities need to be identified and quantified to be able to determine the worth of such activities. This article defines terms and formulas for financial analysis for nursing professional development practitioners to use in analysis of their own programs. Three fictitious examples of common nursing professional development learning activities are provided with financial analysis. This article presents the “how to” for the busy practitioner.]]>Fri, 01 Jul 2016 00:00:00 GMT-05:0001709760-201607000-00002http://journals.lww.com/jnsdonline/Fulltext/2016/09000/Defining_Competence_in_Nursing_and_Its_Relevance.15.aspx
A consistent definition of competence in nursing is needed considering the significance to nursing professional development. The author bridges the gap between previous concept analyses of competence by creating an overarching model, while discussing the relationship to quality of nursing care. Significance of competence and quality care to nursing professional development is explored. The author concludes with implications for nursing professional development practice and research, while highlighting the relevance to professional nursing.]]>Thu, 01 Sep 2016 00:00:00 GMT-05:0001709760-201609000-00015http://journals.lww.com/jnsdonline/Fulltext/2016/09000/Using_Nursing_Professional_Development_Skills_With.12.aspx
No abstract available]]>Thu, 01 Sep 2016 00:00:00 GMT-05:0001709760-201609000-00012http://journals.lww.com/jnsdonline/Fulltext/2016/09000/Improving_Competence_and_Confidence_With.4.aspx
Evidence-based practice (EBP) is an integral part of quality patient care, reduction in practice variation, and increased nursing autonomy. Yet, EBP is not a consistent standard in many organizations. Although many barriers to EBP have been cited, this project focused on poor knowledge of the EBP process and a lack of available EBP mentors or experts. A bundled set of educational interventions to improve the EBP confidence and self-efficacy of nurses was developed and implemented. Comparison of pre/post data showed improvement in all categories and questions. Committee members expressed greater confidence with the process and comfort level with leading EBP projects following the intervention. The educational bundle used in this project can serve as a model for others looking to develop competent EBP mentors within their organization.]]>Thu, 01 Sep 2016 00:00:00 GMT-05:0001709760-201609000-00004http://journals.lww.com/jnsdonline/Fulltext/2013/03000/Assessment_of_Item_Writing_Flaws_in.14.aspx
No abstract available]]>Fri, 01 Mar 2013 00:00:00 GMT-06:0001709760-201303000-00014http://journals.lww.com/jnsdonline/Fulltext/2016/07000/Overview_of_Nursing_Professional_Development_.12.aspx
The Nursing Professional Development: Scope and Standards of Practice, 3rd Edition, was recently published by the Association for Nursing Professional Development. This latest version is intended to guide current and future nursing professional development practice. This article describes the major revisions to the scope and standards, along with their driving forces.]]>Fri, 01 Jul 2016 00:00:00 GMT-05:0001709760-201607000-00012http://journals.lww.com/jnsdonline/Fulltext/2014/07000/Improving_Client_and_Nurse_Satisfaction_Through.15.aspx
No abstract available]]>Tue, 01 Jul 2014 00:00:00 GMT-05:0001709760-201407000-00015http://journals.lww.com/jnsdonline/Fulltext/2016/07000/Learning_Needs_Assessment___Not_Only_for.14.aspx
No abstract available]]>Fri, 01 Jul 2016 00:00:00 GMT-05:0001709760-201607000-00014http://journals.lww.com/jnsdonline/Fulltext/2014/03000/An_Organizational_Competency_Validation_Strategy.13.aspx
No abstract available]]>Sat, 01 Mar 2014 00:00:00 GMT-06:0001709760-201403000-00013http://journals.lww.com/jnsdonline/Fulltext/2016/09000/Content_Validation_and_Utility_of_a_Critical.2.aspx
A Critical Reflective Inquiry (CRI) Assessment Tool was developed based on the CRI Model to assess reflection in nursing practice. Experienced clinicians evaluated the CRI Assessment for clarity and relevance to the CRI Model and nursing practice utility. Content validity index was calculated for each item in the scale and then averaged across all items. The tool has potential in education and orientation for assessing the depth and focus of reflection and what is learned.]]>Thu, 01 Sep 2016 00:00:00 GMT-05:0001709760-201609000-00002http://journals.lww.com/jnsdonline/Fulltext/2012/07000/Enhancing_the_Effectiveness_of_Nurse_Preceptors.14.aspx
More than half of new graduate nurses start their careers in the hospital setting. Once there, they need an orientation that will help them make the transition from student to novice professional. It is just as important for experienced nurses transferring into another unit or hospital to be inculturated into the new work environment. In this study, academic and staff development educators collaborated to create the Nurse Preceptor Academy, a workshop that prepared over 700 nurse preceptors to be more effective in the preceptor role.]]>Sun, 01 Jul 2012 00:00:00 GMT-05:0000124645-201207000-00014http://journals.lww.com/jnsdonline/Fulltext/2015/05000/Nursing_Innovations_and_Outcomes.14.aspx
No abstract available]]>Fri, 01 May 2015 00:00:00 GMT-05:0001709760-201505000-00014http://journals.lww.com/jnsdonline/Fulltext/2015/01000/Refine_Test_Items_for_Accurate_Measurement___Six.19.aspx
No abstract available]]>Thu, 01 Jan 2015 00:00:00 GMT-06:0001709760-201501000-00019http://journals.lww.com/jnsdonline/Fulltext/2015/05000/The_Dedicated_Education_Unit_Experience__What_s_in.4.aspx
Dedicated Education Units (DEU) may be one strategy for staff development educators to address new graduate nurse transition to practice and turnover within the first year of practice. This qualitative study explored the experiences of students and staff nurses from the inaugural DEU at Research College of Nursing and Research Medical Center. The themes identified suggest that students who were educated in the DEU model may be better prepared to practice in the “real world” of nursing than their peers who were not.]]>Fri, 01 May 2015 00:00:00 GMT-05:0001709760-201505000-00004http://journals.lww.com/jnsdonline/Fulltext/2016/01000/To_Lecture_or_Not_to_Lecture__That_is_the_Question.5.aspx
A quasi-experimental mixed-methods study compared the effects of an unfolding case study with lecture in a nursing orientation class on new graduate registered nurses’ knowledge, perceived learning, and satisfaction with the instructional method. Although results showed that the unfolding case study was engaging, learners who received content in a lecture format achieved significantly higher posttest scores. Nursing professional development specialists will find this article helpful when considering instructional methods for new graduate registered nurses.]]>Fri, 01 Jan 2016 00:00:00 GMT-06:0001709760-201601000-00005http://journals.lww.com/jnsdonline/Fulltext/2015/09000/National_Accreditation_Standards_for_Nurse.10.aspx
No abstract available]]>Tue, 01 Sep 2015 00:00:00 GMT-05:0001709760-201509000-00010http://journals.lww.com/jnsdonline/Fulltext/2016/03000/The_Golden_Rule_of_Three.10.aspx
No abstract available]]>Tue, 01 Mar 2016 00:00:00 GMT-06:0001709760-201603000-00010